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Students construct and label a line graph of time spent on Maths and Science homework, and answer questions interpreting the data.

Notes on reproduction in some animals have been provided, and students are asked to give reasons for the different processes.

Students identify the larger of two improper fractions and drag a number of improper and mixed fractions into ascending order.

Students identify fractions that are greater than a half and explain their reasoning. They also identify how far from half some fractions are and name a fraction closer to half than one given.

Students show or explain how two different fraction numbers can represent the same fraction.

Students calculate the interior and exterior angles of a regular octagon and explain their calculations.

Students are asked to study a bar graph of ways to travel to school and write down five things that are wrong with the way the graph is set up.

Students read a poem, 'My Other Jandal', then answer inferential questions. The poem is provided with this resource. SJ-2-4-1994. Text not provided.

Using a diagram of a regular hexagon, students calculate its interior and exterior angles.

Students create simple then compound sentences to go with a photo, using simple conjunctions to join sentences. A peer sharing task completes the resource.

A model of combining two short sentences is given. Students create simple then compound sentences to go with some photos, using simple conjunctions to join sentences. A peer sharing task completes the resource.

Students create simple and compound sentences to go with given photos. The focus is on combining sentences, using simple conjunctions. A peer sharing task completes the resource.

Students are provided with a fact file on the tuatara. Students answer four questions that are based on information contained in the fact file.

Students compare drawings of a healthy and unhealthy plant and decide which quantitative and/or qualitative data distinguishes them. They draw conclusions from the data. This is a mathematics/science resource.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

This practical task requires students to use a simple star map to point out the apparent location of stars or star groups during daylight hours. Students also use the star map to show where the Southern Cross would be situated at different times of an evening.

Task: Students interpret a graph to answer questions, and use background knowledge to justify their responses. Assessment focus: control of body temperature in different types of animals.

Students read an article on starfish and find factual information to complete a retrieval chart and answer comprehension questions. SJ-1-2-1999. Text not provided.

The focus of this resource is the use of simple conjunctions. Students decide which conjunction to use to combine two ideas to make one sentence.

Task: Students answer questions about a Southern Ocean food web. Assessment focus: interpreting food webs.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Students first do the science activity Throwing Balloons 2 (PW2548) where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this writing task where they describe the balloon and what happened when it was thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

Task: Look at the arrangement of fibres for four different paper towels, arrange an appropriate sequence of instructions, carry out the instructions and then communicate the data in an appropriate graph that will help answer the question. Different elements of the nature of science are embedded throughout the tasks. Assessment focus: planning and carrying out a fair test, using evidence to answer a question.

Students identify a correct statement about the overall distribution of a graph and explain their reasoning.

Students identify the most likely sequence of tosses of a fair coin and explain their reasons.